International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2022 | Volume: 6 | Issue: 5 | Page No.: 63-82 Teachers' Induction Program on Professional Competence Download PDF Catherine B. Villanueva, PhD Abstract: The study determined the relationship between newly-hired teachers' professional competence and induction programs in selected high schools in the province of Bulacan, Nueva Ecija and Pampanga during the School Year 2016-2017. With 12 School Heads, 96 mentor-teachers and 183 newly-hired teachers as respondents of the study, findings showed that (1) The extent of involvement of mentors and principals in the induction program for newly-hired teachers in terms of orientation and mentoring was described to a "very great extent" (2) The level of professional competence of newly-hired teachers in terms of foundations, teaching act, social and educational context and professional identity was described as "above average". Based on the findings of the study, the following conclusions were drawn: There are significant differences among the perceptions of the respondents with regard to induction program in terms of orientation on curriculum support, parental communication and student needs. There is a significant relationship between the extent of mentors and principals' involvement in orientation programs in terms of staff support, curriculum support, parental communication and student needs, and newly-hired teachers' professional competence. There is a significant relationship between extent of mentors' and principals' involvement in induction programs in terms of relationship, teaching practice, student learning and mentors' role and attributes, and newly hired teachers' professional competence.